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Operant conditioning is the foundation on which B.F. Skinner explored human behavior. A
branch of traditional behavioral science, operant conditioning came to the forefront of research in
the 1930's through the work of Skinner. Learning in operant conditioning occurs when "a proper
response is demonstrated following the presentation of a stimulus" (Ertmer & Newby, 1993, p.
55). This means that learning has taken place when there is an observable change in the behavior
of the learner after the instruction has been delivered. Skinner was preceded by theorists such as
J.B. Watson who studied the objective data of behavior and Ivan Pavlov, often referred to as the
Father of Classical Conditioning (Burton, 1981; Driscoll, 1994). Classical conditioning focuses
on the involuntary response of the learner following a stimulus.
Similar to classical conditioning, operant conditioning studies the response of the learner
following a stimulus; however, the response is voluntary and the concept of reinforcement is
emphasized. The relationship in operant conditioning includes three component parts: the
stimulus, a response, and the reinforcement following the response. According to Burton, operant
conditioning is based on "a functional and interconnected relationship between the stimuli that
preceded a response (antecedents), the stimuli that follow a response (consequences), and the
response (operant) itself" (1981, p. 50). Skinner determined that reinforcement following a
response would alter the operant, or response, by encouraging correct behavior or discouraging
incorrect behavior. Skinner referred to the operant as "any behavior that produced the same
effect on the environment" and the relationship between the operant and its consequences was
termed "contingency" (Cook, 1993, p. 63). Environmental factors influence learning, but most
important is the arrangement between the stimuli and the consequence, or reaction, of the learner
in his environment (Ertmer & Newby, 1993). Contingency, according to Cook, is a "kind of 'if-
then' relationship: if the response is made, then the reinforcement is delivered" (1993, p. 63). For
example, by eliciting a stimulus- teacher asks a question, the learner responds- child raises hand,
reinforcement is issued- teacher calls on student with hand raised.
Maintenance of the newly acquired behavior is an important part of the operant conditioning
theory. Methods of maintenance include a ratio schedule of reinforcement and an interval
schedule of reinforcement. A ratio schedule relies on the number of times the appropriate
response is made after the stimulus is delivered. After a set number of correct responses, the
reinforcement is delivered by the instructor (Driscoll, 1994). Interval scheduling depends of a set
amount of time under which the correct answer is given before reinforcement will be delivered.
Both ratio and interval scheduling can be delivered under fixed amounts of responses/times or
variable number of responses or times (Driscoll, 1994).
Because the learner is reacting to the stimulus in the environment, behaviorism in general is
widely criticized for promoting a passive role of the learner in receiving information. According
to Ertmer and Newby, "the learner is characterized as reactive to conditions in the environment
as opposed to taking an active role in discovering the environment" (1993, p. 50). This is a
misinterpretation of what Skinner believed the role of the learner to be. He emphasized the active
role of the learner. According to Skinner, the learner "does not passively absorb knowledge from
the world around him but must play an active role" (Burton, 1981, p. 49). Skinner's statement is
reinforced by the central premise of behaviorism: the learner's change in observable behavior
indicates that learning has occurred. Skinner identifies three components necessary for learning:
doing, experiencing, and practice (Burton, 1981). These three components work together to
determine what has been learned, under what conditions, and the consequences that will support
the learned behavior. The types of learning that are achieved in an operant conditioning
environment are discrimination (recall of facts), generalizations (define and illustrate concepts),
association (apply explanations), and chaining (automatically perform a procedure) (Ertmer &
Newby, 1993). Instructional strategies for teaching these learning outcomes include shaping,
fading, and chaining. Shaping is used to teach relatively simple tasks by breaking the task down
into small components (Driscoll, 1994). Chaining is similar to shaping but used to break down
complex tasks; however, there is a difference regarding the reinforcement schedule. In shaping,
reinforcement is delivered all throughout the steps, whereas with chaining the reinforcement is
not delivered until the end and the learner can demonstrate the task in its entirety (Driscoll,
1994). Discrimination, according to Driscoll, is best learned using fading techniques. This
involves the gradual withdrawal of the reinforcement as the desired behavior is elicited (1994).
These prescriptive strategies aid the instructor in reaching the desired learning outcome.
In the 1960's, Skinner used Sydney Pressey's teaching machines as a basis for creating
programmed instruction. Pressey's teaching machines were developed in the mid-1920's first as a
self-scoring testing device and then evolved to include immediate reinforcement for the correct
answer (Burton, 1981). Research conducted on his teaching machines concluded that "errors
were eliminated more rapidly with meaningful material and found that students learned more
efficiently when they could correct errors immediately" (Burton, 1981, p. 23). Pressey's teaching
machines were popular with the U.S. Air Force after World War II. They were "variations of an
automatic self-checking technique" and "essentially allowed students to get immediate
information concerning accuracy of response" (Burton, 1981, p. 53). Skinner later applied
behaviorist theory to the basis of teaching machines and created programmed instruction.
Programmed instruction was popularized in the 1960's with Skinner. The technique was similar
to Pressey's teaching machines in the use of immediate feedback after the response and student-
controlled rate of instruction, but Skinner applied operant conditioning principles to programmed
instruction. The fact that learning is measured by the change in behavior and the maintenance of
the changed behavior, Skinner "required students to 'overtly' compose responses" (Burton, 1981,
p. 54). Pressey had used multiple-choice as the method of assessment; a method that Skinner
thought left chance for mistakes. Skinner required the student to write out the response as this
behavior could be observed (Burton, 1981). The content in programmed instruction is arranged
in small chunks and organized in a simple to complex sequence. The learner progresses by
responding correctly, receiving feedback, and moving forward. If the response is incorrect, the
learner repeats instruction until there are no mistakes. This allows the learner to set his own pace.
The instruction is linear with no paths diverging from the directed instruction.
In programmed instruction, the learner is required to pass each section before continuing to the
next segment of instruction. This technique encouraged mastery learning. In order to achieve
mastery, it is necessary that the content be organized from simple to complex. The learner needs
to grasp the basic information prior to moving on to more difficult tasks. Instructional designers
take this sequence into consideration when developing material. They must first determine the
prerequisite knowledge and then lay out the steps of the new content in a format conducive to
achieving mastery. Instructional designers also use instructional strategies of cueing, shaping,
and fading to guide the learner through the instruction. This process takes place in the Task
Analysis phase of ID. Before moving ahead with instruction, the learner is given feedback on
each answer. This is based on the reinforcement Skinner believed essential to learning. The
reinforcement of the learner impacts his performance. By encouraging the learner to achieve the
correct response and discouraging incorrect answers, the programmed instruction is using the
instructional strategies based on operant conditioning: reinforcement and feedback (Ertmer and
Newby, 1993). Finally, the use of practice and shaping in instruction has its roots in behaviorism.
The sequencing of practice from simple to complex and the use of prompts are strategies
Skinner applied in his research of operant conditioning. Successive approximations are
reinforced until the goal has been reached (Driscoll, 1994).
References
Burton, J.K., Moore, D.M., & Magliaro, S.G. (1996). Behaviorism and instructional technology.
In D.H. Jonassen (Ed.), Handbook of research for educational communications and
technology (pp. 46-67). New York, NY: Simon and Schuster.
Cook, D.A., (1993, October). Behaviorism evolves. Educational Technology, pp. 62-77.
Cooper, P.A., (1993, May). Paradigm shifts in designed instruction: From behaviorism to
cognitivism to constructivism. Educational Technology, 33(5), 12-19.
Driscoll, M.P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.
Ertmer, P.A., & Newby, T.J., (1993). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. Performance Improvement
Quarterly, 6(4), 50-72.
Kunkel, J.H., (1996). What have behaviorists accomplished--and what more can they do?
Psychological Record, 46(1), 21-38.
Smith, P.L., & Ragan, T.J. (1999). Instructional design. New Jersey: Prentice-Hall.